Georgia’s Pre-K Program Content Standards
Georgia¡¯s Pre-K Program
Content Standards
CONTENTS
Introduction
Introduction .................................................................................. 4
Acknowledgements ....................................................................... 5
History of Georgia¡¯s Pre-k ............................................................. 6
School Readiness Definition ......................................................... 8
Kindergarten Readiness .................................................................10
Kindergarten Transition Activities ................................................11
Books for Kindergarten Transition ...............................................12
Inclusion Overview ........................................................................13
English Language Learners ...........................................................14
Language and Literacy Development (LD)
Introduction and Inclusion Techniques .......................................15
Listening ........................................................................................16
Phonological Awareness ................................................................17
Vocabulary Development ..............................................................17
Expressive Language .....................................................................18
Reading ...........................................................................................19
Writing ...........................................................................................20
Home and Family Connections ....................................................21
Teacher Resources .........................................................................22
Suggested Children¡¯s Books ..........................................................23
Mathematics Development (MD)
Introduction and Inclusion Techniques .......................................24
Numbers ........................................................................................25
Patterns ..........................................................................................26
Sorting and Classifying .................................................................26
Geometry .......................................................................................27
Measurement .................................................................................28
Home and Family Connections ....................................................30
Teacher Resources .........................................................................31
Suggested Children¡¯s Books ..........................................................32
Science Development (SD)
Introduction and Inclusion Techniques .......................................33
Exploration ....................................................................................34
Life Science ....................................................................................34
Physical Science .............................................................................35
Earth Science .................................................................................35
Home and Family Connections ....................................................36
Teacher Resources .........................................................................37
Suggested Children¡¯s Books ..........................................................38
2
Social Studies Development (SS)
Introduction and Inclusion Techniques .......................................39
Families and Community ..............................................................40
Respect for Differences .................................................................40
Geographical Thinking ..................................................................41
Home and Family Connections ....................................................42
Teacher Resources .........................................................................43
Suggested Children¡¯s Books ..........................................................44
Creative Development (CD)
Introduction and Inclusion Techniques .......................................45
Artistic Expression ........................................................................46
Music and Movement ....................................................................46
Drama ............................................................................................47
Home and Family Connections ....................................................48
Teacher Resources .........................................................................49
Suggested Children¡¯s Books ..........................................................50
Social and Emotional Development (SE)
Introduction and Inclusion Techniques ............................ 51
Self-Awareness .................................................................... 52
Curiosity, Initiative, Self-Direction, Persistence ............... 53
Self-Control ......................................................................... 53
Interpersonal and Social Skills ........................................... 53
Home and Family Connections .......................................... 54
Teacher Resources .............................................................. 55
Suggested Children¡¯s Books ................................................ 56
Health and Physical Development (HPD)
Introduction and Inclusion Techniques ............................ 57
Gross Motor ......................................................................... 58
Fine Motor ........................................................................... 58
Health and Safety ................................................................ 58
Home and Family Connections .......................................... 59
Teacher Resources .............................................................. 60
Suggested Children¡¯s Books ................................................ 61
3
INTRODUCTION
Welcome to the 2012-2013 edition of Georgia¡¯s Pre-K Program Content Standards, which provide the
foundation for instruction in all Georgia¡¯s Pre-K classrooms. The Pre-K Content Standards were last revised
in March 2009 and are currently being reviewed again this school year.
This edition of the Content Standards includes:
Correlations with Kindergarten Common Core Georgia Performance Standards (KCCGPS)*
Strategies to support inclusive classrooms
¡°Learning in Action¡± suggestions for classroom practice
Professional resources for each curriculum domain
Lists of high quality children¡¯s literature for each curriculum domain
Tips to support family involvement in the child¡¯s education
With the Kindergarten Common Core Georgia Performance Standard (KCCGPS) correlations, it is clear how
what is taught in Pre-K lays the foundation for expectations in Kindergarten. Each Pre-K Content Standard
has been matched to an appropriate KCCGPS. In some cases a Pre-K Content Standard will match several
Kindergarten standards; however, there is not always a corresponding Kindergarten standard for every PreK Content Standard. Keep in mind that the Pre-K Content Standards and the Kindergarten performance
standards reflect what children should know at the end of the Pre-K or end of the Kindergarten year
¨C not at the beginning. Seeing how these standards relate is helpful to Pre-K teachers, Kindergarten
teachers and parents ¨C all of whom have a part in making children successful in the early years.
The section on strategies to support inclusive classrooms will help individualize instruction to meet the
needs of all of the students in your classroom. The ¡°Learning in Action¡± section of the Content Standards
provides examples of appropriate and active activities to build assist in building these skills. The
professional resources and children¡¯s literature for each domain will assist in planning quality instruction.
Family involvement and support, covered in the Home and Family Connection tips, are important to a
child¡¯s academic success, so each learning domain includes ideas for strengthening the connection between
home and school.
The Content Standards are used for planning instruction, assessing growth and development, and sharing
information with families. These standards are important for a number of reasons; the most important are:
1. Because Pre-K children learn and develop at varying rates, instruction must be planned to meet each
child¡¯s individual needs; 2. Pre-K children learn best with a balance of teacher-directed and child-initiated
activities that encourage thinking, reasoning and communication; 3. Pre-K children need movement, handson activities, lots of language, and a supportive environment.
National research shows that Pre-K programs with effective teaching practices and a challenging and
appropriate curriculum enhance children¡¯s intellectual, physical, and emotional development. Bright from
the Start hopes that these standards will help Pre-K programs exceed expectations in all program areas. For
questions concerning these standards, contact Bright from the Start (404) 656-5957, your Pre-K Consultant,
or visit the Bright from the Start website at decal..
* The Kindergarten Common Core Georgia Performance Standards for English Language Arts and Math
were approved by the Georgia Department of Education in 2011. In Kindergarten the domains of Science,
Social Studies, Health and Physical Development, Social and Emotional Development and Creative
Expression are covered under the Georgia Kindergarten Performance Standards or the Georgia Quality Core
Curriculum Standards. For more information on the Kindergarten Common Core Georgia Performance
Standards visit the Georgia Department of Education website at doe.k12.ga.us.
4
Georgia¡¯s Pre-K Program
Georgia's Pre-K Program was established in 1993 through the Georgia Lottery for Education to provide
Georgia's four-year-old children with high-quality preschool experiences. The goal of every Georgia¡¯s Pre-K
classroom is to provide Pre-K students with the learning experiences they need to prepare for Kindergarten.
History of Georgia¡¯s Pre-K Program
The Pre-K Program began as a pilot program serving 750 at-risk four-year-old children and their families at 20
sites in 1992. The first lottery funds were utilized in 1993-94 to provide prekindergarten programs for more than
8,700 at-risk four-year-old children. In September 1995 the program was opened to all eligible four-year-old
children, not just at-risk families. The program tripled its enrollment from 15,500 children in 1994-95 to 44,000
slots during the 1995-1996 school year. During this time the private sector became an integral part of the
program, allowing the program to expand quickly without utilizing funds for capital outlay on new buildings or
expansion facilities. A public/private partnership of this magnitude was a first in Georgia and the nation.
Enrollment in Georgia¡¯s Pre-K program has continued to expand yearly with 84,000 students currently being
served this year. Over one million students have participated in Georgia¡¯s Pre-K program since 1993. This year
will mark the 20th year of serving children in Georgia¡¯s Pre-K Programs across the state.
Pre-K Program Components
A national survey of public Kindergarten teachers noted three primary essentials for school readiness: children
are physically healthy, rested, and well nourished; they are able to communicate needs, wants, and thoughts
verbally; and they are enthusiastic and curious in approaching new activities. Georgia's
Pre-K Program provides children with experiences that foster all these essentials.
An appropriate program for four-year-olds is not a watered down Kindergarten program. Children learn
through play and learning centers, which are integral parts of Pre-K classrooms. Pre-K programs reflect an
understanding of how children learn by emphasizing active learning, consistent daily routines, and the use of
positive behavioral management and assessment strategies. The school readiness goals of the
Pre-K program provide appropriate preschool experiences emphasizing growth in language and literacy, math
concepts, science, social studies, arts, health and physical development, and social and emotional competence.
Health Services
To ensure a healthy start, all children enrolled in the Pre-K program must have hearing, vision, and dental
examination certificates on file within 90 days of starting the Pre-K program. Also, evidence of age-appropriate
immunizations must be on file within 30 days of the start of the Pre-K program. At the end of the school year,
parents are provided with comprehensive information on all health and entrance documentation necessary for
successful entry into Kindergarten.
Parents as First Teachers
Parents are encouraged to volunteer in the Pre-K classroom and to participate in meetings, parent group
activities, or workshops. At least two individual conferences per year between the lead teacher and family must
be offered by providers and documented in each child's on-site file.
The Pre-K program strongly encourages parents to read to their children on a daily basis. To foster this habit at
the beginning of each school year, children in the program are provided with a special edition of a book selected
by and including a personalized message from the Governor of Georgia.
Quality Outcomes
Research continues to substantiate the positive impact that high quality preschool programs have on young
children. A recent evaluation of a similar program in Oklahoma demonstrated that participation in a high
quality program can be a stronger predictor of a child¡¯s pre-reading and pre-math skills than certain family
characteristics. A similar evaluation of Georgia¡¯s Pre-K Program conducted from 2001-2004 by Georgia
State University found that children who attended Georgia¡¯s Pre-K had larger gains than their same-aged
peers who did not attend the program. Furthermore, they were rated higher in academic and social skill
ratings by their Kindergarten teachers than other children.
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